Reading socially: Transforming the in-home reading experience with a learning-companion robot

Closing the loop in minimally supervised human-robot interaction: formative and summative feedback

Human instructors fluidly communicate with hand gestures, head and body movements, and facial expressions, but robots rarely leverage these complementary cues. A minimally supervised social robot with such skills could help people exercise and learn new activities. Thus, we investigated how nonverbal feedback from a humanoid robot affects human behavior. Inspired by the education literature, we evaluated formative feedback (real-time corrections) and summative feedback (post-task scores) for three distinct tasks: positioning in the room, mimicking the robot's arm pose, and contacting the robot's hands. Twenty-eight adults completed seventy-five 30-s-long trials with no explicit instructions or experimenter help. Motion-capture data analysis shows that both formative and summative feedback from the robot significantly aided user performance. Additionally, formative feedback improved task understanding. These results show the power of nonverbal cues based on human movement and the utility of viewing feedback through formative and summative lenses.

The effect of playing e-sports games on young people's desire to engage in physical activity: Mediating effects of social presence perception and virtual sports experience

E-sports game experiences can help enhance young peoples' willingness to participate in sports and fitness. However, e-sports game studies have mostly focused on users' violent tendencies and aggressive behaviors, and less attention has been paid to the positive effects on young peoples' sports health. The purpose of this study is to provide reasonable guidance young people away from sedentary, addictive and other negative behaviors and to promote active sports and healthy exercise and development. Following the random sampling criteria, questionnaires were distributed to Chinese young people aged 14 to 24 through gaming communities as well as social media platforms, and 1608 valid questionnaires were obtained after eliminating invalid ones. The influence mechanism of e-sports game experience on young peoples' intention to participate in sports and fitness was examined empirically by using factor analysis and structural equation modeling. The e-gaming scenes (β = 0.399, p<0.01), virtual sports experience (β = 0.257, p<0.01), and social presence (β = 0.258 p<0.01) each had a significant positive effect on young peoples' intention to participate in sports and fitness; virtual sports experience [OR]0.099, 95%: CI 0.077-0.121 and social presence[OR]0.052, 95%: CI 0.035-0.071, were known to have mediating utility in the e-gaming scenario's influence on young peoples' intention to participate in sports and fitness. Using the significant features of sports video games such as entertainment and simulation to awaken the interest and willingness to participate in young people sports is an innovative way to accelerate the development of mass sports.

Perceptions of intelligence & sentience shape children's interactions with robot reading companions

The potential for robots to support education is being increasingly studied and rapidly realised. However, most research evaluating education robots has neglected to examine the fundamental features that make them more or less effective, given the needs and expectations of learners. This study explored how children's perceptions, expectations and experiences are shaped by aesthetic and functional features during interactions with different robot 'reading buddies'. We collected a range of quantitative and qualitative measures of subjective experience before and after children read a book with one of three different robots. An inductive thematic analysis revealed that robots have the potential offer children an engaging and non-judgemental social context to promote reading engagement. This was supported by children's perceptions of robots as being intelligent enough to read, listen and comprehend the story, particularly when they had the capacity to talk. A key challenge in the use of robots for this purpose was the unpredictable nature of robot behaviour, which remains difficult to perfectly control and time using either human operators or autonomous algorithms. Consequently, some children found the robots' responses distracting. We provide recommendations for future research seeking to position seemingly sentient and intelligent robots as an assistive tool within and beyond education settings.

Children-Robot Friendship, Moral Agency, and Aristotelian Virtue Development

Social robots are increasingly developed for the companionship of children. In this article we explore the moral implications of children-robot friendships using the Aristotelian framework of virtue ethics. We adopt a moderate position and argue that, although robots cannot be virtue friends, they can nonetheless enable children to exercise ethical and intellectual virtues. The Aristotelian requirements for true friendship apply only partly to children: unlike adults, children relate to friendship as an educational play of exploration, which is constitutive of the way they acquire and develop virtues. We highlight that there is a relevant difference between the way we evaluate adult-robot friendship compared to children-robot friendship, which is rooted in the difference in moral agency and moral responsibility that generate the asymmetries in the moral status ascribed to adults versus children. We look into the role played by imaginary companions (IC) and personified objects (PO) in children’s moral development and claim that robots, understood as Personified Robotic Objects (PROs), play a similar role with such fictional entities, enabling children to exercise affection, moral imagination and reasoning, thus contributing to their development as virtuous adults. Nonetheless, we argue that adequate use of robots for children’s moral development is conditioned by several requirements related to design, technology and moral responsibility.

Novelty Knows No Boundaries: Why a Proper Investigation of Novelty Effects Within SHRI Should Begin by Addressing the Scientific Plurality of the Field

Research on psychological novelty effects within the fields of Social Robotics and Human-Robot Interaction (together: SHRI) so far has failed to gather the momentum it deserves. With the aid of exemplary descriptions of how psychological novelty is currently approached and researched across (certain main regions of) the larger scientific landscape, I argue that the treatment of novelty effects within the multidisciplinary SHRI reflects larger circumstances of fragmentation and heterogeneity in novelty research in general. I further propose that while the concept of novelty may currently function as a Boundary Object between the contributing domains of SHRI, a properly integrated, interdisciplinary concept of novelty is needed in order to capture and investigate the scope and scale of novelty effects within research on social human-robot interaction. Building on research on the New Ontological Category Hypothesis and related studies, I argue that the novelty of social robots can be understood as radical to the extent that their comprehension requires revisions of traditional core categories of being. In order to investigate the sui generis effects of such novelty, which should not be narrowly understood as mere “noise” in the data, it is paramount that the field of SHRI begin by working out a shared, integrative framework of psychological novelty and novelty effects.

Robots in Eldercare: How Does a Real-World Interaction with the Machine Influence the Perceptions of Older People?

(1) Background: Using autonomous social robots in selected areas of care for community-dwelling older adults is one of the promising approaches to address the problem of the widening care gap. We posed the question of whether a possibility to interact with the technology to be used had an impact on the scores given by the respondents in various domains of needs and requirements for social robots to be deployed in care for older individuals. (2) Methods: During the study, the opinions of older people (65+; n = 113; with no severe cognitive impairment) living in six social care institutions about a robot in care for older people were collected twice using the Users’ Needs, Requirements and Abilities Questionnaire (UNRAQ): after seeing a photo of the robot only and after a 90−150 min interaction with the TIAGo robot. (3) Results: Mean total scores for both assistive and social functions were higher after the interaction (p < 0.05). A positive correlation was found between opinion changes in social and assistive functions (r = 0.4842; p = 0.0000). (4) Conclusions: Preimplementation studies and assessments should include the possibility to interact with the robot to provide its future users with a clear idea of the technology and facilitate necessary customisations of the machine.

Dialogue with a conversational agent promotes children's story comprehension via enhancing engagement

Dialogic reading, when children are read a storybook and engaged in relevant conversation, is a powerful strategy for fostering language development. With the development of artificial intelligence, conversational agents can engage children in elements of dialogic reading. This study examined whether a conversational agent can improve children's story comprehension and engagement, as compared to an adult reading partner. Using a 2 (dialogic reading or non‐dialogic reading) × 2 (agent or human) factorial design, a total of 117 three‐ to six‐year‐olds (50% Female, 37% White, 31% Asian, 21% multi‐ethnic) were randomly assigned into one of the four conditions. Results revealed that a conversational agent can replicate the benefits of dialogic reading with a human partner by enhancing children's narrative‐relevant vocalizations, reducing irrelevant vocalizations, and improving story comprehension.

The virtual and the physical: two frames of mind

Virtual and physical embodiments of interactive artificial agents utilize similar core technologies for perception, planning, and interaction and engage with people in similar ways. Thus, designers have typically considered these embodiments to be broadly interchangeable, and the choice of embodiment primarily depends on the practical demands of an application. This paper makes the case that virtual and physical embodiments elicit fundamentally different "frames of mind" in the users of the technology and follow different metaphors for interaction, resulting in diverging expectations, forms of engagement, and eventually interaction outcomes. It illustrates these differences through the lens of five key mechanisms: "situativity, interactivity, agency, proxemics, and believability". It also outlines the design implications of the two frames of mind, arguing for different domains of interaction serving as appropriate context for virtual and physical embodiments.

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

This research occurred in a special context where Kazakhstan's recent decision to switch from Cyrillic to the Latin-based alphabet has resulted in challenges connected to teaching literacy, addressing a rare combination of research hypotheses and technical objectives about language learning. Teachers are not necessarily trained to teach the new alphabet, and this could result in a challenge for children with learning difficulties. Prior research studies in Human-Robot Interaction (HRI) have proposed the use of a robot to teach handwriting to children (Hood et al., 2015; Lemaignan et al., 2016). Drawing on the Kazakhstani case, our study takes an interdisciplinary approach by bringing together smart solutions from robotics, computer vision areas, and educational frameworks, language, and cognitive studies that will benefit diverse groups of stakeholders. In this study, a human-robot interaction application is designed to help primary school children learn both a newly-adopted script and also its handwriting system. The setup involved an experiment with 62 children between the ages of 7-9 years old, across three conditions: a robot and a tablet, a tablet only, and a teacher. Based on the paradigm-learning by teaching-the study showed that children improved their knowledge of the Latin script by interacting with a robot. Findings reported that children gained similar knowledge of a new script in all three conditions without gender effect. In addition, children's likeability ratings and positive mood change scores demonstrate significant benefits favoring the robot over a traditional teacher and tablet only approaches.

Information Content of Prefrontal Cortex Activity Quantifies the Difficulty of Narrated Stories

The ability to realize the individuals' impressions during the verbal communication allows social robots to significantly facilitate their social interactions in such areas as child education and elderly care. However, such impressions are highly subjective and internalized and therefore cannot be easily comprehended through behavioural observations. Although brain-machine interface suggests the utility of the brain information in human-robot interaction, previous studies did not consider its potential for estimating the internal impressions during verbal communication. In this article, we introduce a novel approach to estimation of the individuals' perceived difficulty of stories using the quantified information content of their prefrontal cortex activity. We demonstrate the robustness of our approach by showing its comparable performance in face-to-face, humanoid, speaker, and video-chat settings. Our results contribute to the field of socially assistive robotics by taking a step toward enabling robots determine their human companions' perceived difficulty of conversations, thereby enabling these media to sustain their communication with humans by adapting to individuals' pace and interest in response to conversational nuances and complexity.

Multiscale Entropy Quantifies the Differential Effect of the Medium Embodiment on Older Adults Prefrontal Cortex during the Story Comprehension: A Comparative Analysis

Todays’ communication media virtually impact and transform every aspect of our daily communication and yet the extent of their embodiment on our brain is unexplored. The study of this topic becomes more crucial, considering the rapid advances in such fields as socially assistive robotics that envision the use of intelligent and interactive media for providing assistance through social means. In this article, we utilize the multiscale entropy (MSE) to investigate the effect of the physical embodiment on the older people’s prefrontal cortex (PFC) activity while listening to stories. We provide evidence that physical embodiment induces a significant increase in MSE of the older people’s PFC activity and that such a shift in the dynamics of their PFC activation significantly reflects their perceived feeling of fatigue. Our results benefit researchers in age-related cognitive function and rehabilitation who seek for the adaptation of these media in robot-assistive cognitive training of the older people. In addition, they offer a complementary information to the field of human-robot interaction via providing evidence that the use of MSE can enable the interactive learning algorithms to utilize the brain’s activation patterns as feedbacks for improving their level of interactivity, thereby forming a stepping stone for rich and usable human mental model.